ERIC Number: ED329930
Record Type: Non-Journal
Publication Date: 1991-Mar
Reference Count: N/A
Teacher Behaviors during Reading Instruction in Australian and American Classrooms. Literacy Research Report No. 3.
Berglund, Roberta L.; And Others
This study examined, through classroom observations and teacher surveys, the instructional beliefs and practices in reading of second- and third-grade teachers in selected schools in the United States and Australia. Australian participants consisted of 16 second-grade and 11 third-grade teachers in New South Wales; American participants were 17 second-grade and 20 third-grade teachers in Wisconsin. Results were compared to those obtained in a similar study conducted in the mid-1970s to determine whether changes had occurred which might document a shift in reading instruction to reflect a more child-centered perspective where children are actively engaged in the reading process. The data indicate that changes have occurred in both countries regarding the types of questions posed during reading instruction and the amount of praise used. Non-functional student behavior appeared to be reduced as compared to the earlier study. Teacher orientations toward control versus autonomy appear to be related to their degree of acceptance of whole language philosophy. The teacher behaviors observed in both countries reflect rather conventional reading practices with the teachers serving as information-givers rather than collaborators and facilitators during reading instruction. (Eleven tables of data are included and 28 references are attached.) (Author/SR)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Northern Illinois Univ., DeKalb. Curriculum and Instruction Reading Clinic.
Identifiers - Location: Australia; United States